EDLD 5364 Teaching with TechnologyGroup ProjectTitle: The Framework of US Government and the Bill of Rights Authors:
Petra Hagan
Christy Thornsberry
Meredith O’Bannion
Subject: Social Studies Grade Level: 5th Duration: 5 class periods Unit Description:
This lesson will cover several different topics such as the first ten amendments to the United States Constitution called the "Bill of Rights, ratified on December 15, 1791, how government systems have measures of control to protect the fundamental rights of citizens, and how individuals must participate in civic affairs to protect the democratic process.
Students will engage in a variety of group activities, research and several technology activities to enhance the lesson, find understanding of these subject areas, and learn about group collaboration.
The UDL approach includes:
·Offering choices of learning context
·Adjustable levels of challenge
·Flexible opportunities for demonstrating skill
·Highlight critical features
·Multiple examples, media & format
Lesson Description for Day 1: Teacher will introduce the students to the three branches of the Government, The Bill of Rights, Laws, checks and balances. Lesson Description for Day 2:Students will be in the lab, teacher will continue talking about the three branches of governement, the Bill of Rights, Laws, how they all relate to their lives, who makes laws, etc. Teacher can use resources below to demonstrate some sites that will give them some information. Once this is all done, the technology teacher can begin teaching the students about wikis...If there is time, the teacher can give the students their topics on what it is they are to research. The technology teacher can also talk about blogs, google docs, and video choices they do have to actually complete this project. http://frameworkofgovernment.wikispaces.com/ this is an example of a wiki the students can create or use it as a template and make it their own. Lesson Description for Day 3: Students will be given their topics they are to research. They will research their topics in the lab and start creating their PowerPoint slides. Those students who are creating the Wiki will receive more information from the technology teacher on all the information they will need to create the wiki for the project. Students will work through the class on their research for their PowerPoint and creating the wiki.
Lesson Description for Day 4: Students will continue to work on the PowerPoint slides to gather all their information for their presentation. Students will continue working on the wiki site and creating all the pages necessary to complete the assignment.Lesson Description for Day 5: Wrap up day and presentations. (Presentations may have to be on the 6th day. 5th graders may need more time to finish) State Standards: Elementary Social Studies Kindergarten - Grade 5
Prepared by the State Board of Education TEKS Review Committees
October 17, 2009
(15) Government. The student understands important ideas in the Declaration of Independence, and the U.S. Constitution, and the Bill of Rights.
The student is expected to:
(A) identify the purposes and explain the importance the key elements of the Declaration of Independence;
(B) explain the purposes of the U.S. Constitution as identified in the Preamble; to the Constitution and
(C) explain the reasons for the creation of the Bill of Rights and its importance.
(16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
Technology Standards: 1(A) Use technology terminology appropriate to the task1(B) Save and delete files, use menu options and commands, and work with more than one software application2(A) Use a variety of input devices such as a mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screens2(B) Use proper keyboarding techniques such as correct hand and body position and smooth rhythmic keystroke patterns2(D) Produce documents at the keyboard, proofread, and correct errors2(E) Use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade level appropriate3(A) Follow acceptable use policies when using computers3(B) Model respect of intellectual property by not illegally copying software or another's individual's electronic work4(A) Apply appropriate strategies to navigate and access information including keyword and Boolean search strategies.5(A) Acquire information including text, audio, video, and graphics7(A) Use software programs with audio, video, and graphics to enhance learning experiences7(B) Use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia7(C) Use a variety of data types including text, graphics, digital audio, and video9(B) Use software features, such as a slide show previews, to evaluate final product10(A) Use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience10(B) Use font attributes, color, white space and graphics to ensure that products are appropriate for the communication media including mulitmedia screen displays, Internet documents, and print materials. Unit Goals:
1. Students will form groups who are responsible to create a wiki site on which collaboration, brainstorming and work will take place.
2. Students will learn the Constitution of the United States Bill of Rights.
3. Students will describe the three branches of government and functions.
4. Students will relate the United States government to their own lives, using family, school or personal structure.
3. Students will produce a cooperative project that describes their understanding of the functions of the government.
Lesson Goals:
1. Students will research each the ten amendments of the Bill of rights and the reasons for their creation.
2. Students will learn how the three branches of government work together and their functions.
3. Students will learn how our government checks and balance system functions and why it is necessary to exist.
4. Students will demonstrate an understanding of the role of government in their own lives .
5. Students will use technology to research, work together, collaborate, and finally present the project.
6. Students will collaborate together and learn how to use various technology tools, l Wiki, Word Press Blog, a Google site, or digital media.
Anticipatory Set: Students will view the School House Rock video provided on YouTube, teacher will either show on Smartboard or Projector. Video will provide background knowledge and prepare students for learning with media, characters and music. Link to School House Rock video is as follows: www.youtube.com/watch?v=mEJL2Uuv-oQ Introduce and Model New Knowledge:
Present students with information about the three branches of government, The Bill of Rights, Laws, the government system of checks and balances. Highlight the concept of government and how things were started by using a side show presentation for for explanation. Explain the key terms that need to be understood to understand the concept of the new material.
Present students with information about the new technology they will be using to accomplish the social studies project, including wikis, digital media (movie maker), podcast, and other relevant information. Detailed instruction packets will be distributed to each student on how to create wiki's, movie maker, etc. to guide the students with their technology needs.
Provide Guided Practice: Put Students in Groups:
Place students in groups, in which each member has been carefully chosen to ensure students who are academically stronger are together, but also weaker students are in the mix. Each group is responsible to chose a leader who is allowed to assign tasks to the rest of the team and establish group organization and an appropriate timeline to get the task accomplished. students in each group will be held responsible for certain tasks, which can discussed among the group and finalized by the leader.
Group 1: 2 GT students, blind student, 2 regular students Group 2: 2 GT students, hearing impaired student, 2 regular students
Group 3: 2 GT students, 3 regular students
Group 4: 2 GT students, 3 regular students
Group 5: 1 GT student, 4 regular students (at least 2 should be higher level ability)
Group 6: 1 GT student, 4 regular Students (at least 2 should be higher level ability)
Students will move to the computer lab to continue the learning process. Here students will be introduced the to “wikispaces.com and each group will be guided in creating their own wiki to be able to collaborate amongst each other, work on their project, and finally house their final product. The class needs to be educated on the etiquette and appropriate speech and language which needs to used on these wiki pages.
Each group is responsible to create a variety of pages on their wiki: (Model to learning teacher and students by showing an example wiki site)
1. Homepage-- Introducing each member of the group, their school, their class and explaining the group project.
2. Brainstorming page--To collaborate among group members for all computer locations, check on tasks that need to be done, tasks, that have been accomplished and opinions on how to work on the project, etc.
3. Timeline page-- To establish a timeline among the students to keep track of parts of the project being done to ensure completion on the required day.
4. Final Project page -- To house the final project, which entails the lesson the students are to teach to the rest of the class, including a description of each of the ten amendments followed by an example in the real world this amendment. Students are being taught to add pictures and video to their final project page to give emphasis to their lesson.
5. Reference page-- To list websites and other interesting sources students used to accomplish their project.
Presentation of the Group Project:
Explanations on how groups will chose to present the final research lesson to the class:
The work must be at least read from the “Final Project” wiki page (shown on the elmo) to the class. Several group member can participate in the presentation. Reading must be done with emphasis on important points. Videos added to the wiki can be shown, or students can chose Flickr.com to digitally story tell their wiki page to the class. (explanations on this webpage will be giving during lab time). Students can chose to use digital media to represent their work (movie maker) or any other representation they chose (must be approved by teacher). Class discussions will be held over the individual group work to give the students immediate feedback on their work. ( Model to learning teacher and students by example demonstrations)
* Students will be introduced to a variety of web sources available to them to use to research the topics listed above, and how to list these sources
on their wiki page.
Students will be introduced to wikis, movie maker and and other digital media they chose to present their project.
Students will be guided on how to brainstorm together, collaborate and work as a team to accomplish their goals.
(Each day will entail a slightly different set of guided practice to ensure students will finishthe project in a timely manner)
Provide Independent Practice:* Each student receives a handout, reviewing the requirements of the project, grading policies, rubric, group expectations and detailed descriptions on how to create a wiki page, digital storytelling (if students chose to do so), etc. Students will log on to www.wikispaces.com and follow the directions to create a wiki page.
Students will chose a password and start creating their homepage including their names, school, project, and other information they feel is important.
Students will create a “Timeline” page and decide on deadlines when certain parts of the project should be accomplished, meeting times online from home computers, and other information they feel important.
Students will create a final project page and publish any form of media to finish the project. Students may insert PowerPoint, create a video, record voiceover, or create a flickr video.
Following these activities, aver the next three days the students will continue with their project during school hours as well as from home computers if applicable to collaborate and learn importance of the lesson goals listed above and use technology to incorporate teaching methods for different students and to take responsibility of their own creations. * Students will create a Brainstorming” page on their wiki to collaborate amongst each other, check on progress and built parts of their project
Students will create a “Reference” page to list a source of websites they used to quote and reference part of their project with.
Students will create a “Final Project” page to start building their “Teach the Constitution of the United States Bill of Rights” lesson.
Students will collaborate on how to present their lesson to the class, using the elmo, digital story telling or other sources (which must be checked with the teacher)
Formative/Ongoing Assessment: Group discussion observations to check for participation and collaboration.* Wiki page participation check, to ensure each student participated in the brainstorming and creating portion of the lesson project.
Continous daily review of wilk's and other progress towards completing the goal of the project.
Summative/End of Lesson Assessment:* Rubric to grade the final lesson project (look at attachment below)
Presentation grade
Wiki participation and creation grade
Individual group members will fill out evaluations on team member
Materials:
A More Perfect Union – Power point with good background information
Effective democratic government systems have measures of control.
· Ben’s Guide to Government(Clicks) Click on Branches of Government – good flow chart and info for students
· Three Branches of Government (Clicks)
· Checks and Balances (Clicks)
· US Constitution Movie (Brain Pop)
· Branches of Government (Brain Pop)
· United Streaming Movies
Understanding the Constitution: The Executive Branch (22:00) (Discovery Education)
Understanding the Constitution: The Legislative Branch (22:00)(Discovery Education) A democratic government protects the fundamental rights of its citizens.
· Ben’s Guide to Government (Clicks) Click on Historical Documents, then Bill of Rights
· Bill of Rights – List of Bill of Rights
· Bill or Right Lite – reworded Bill or Rights
· Bill of Rights Matching Game(Clicks)
· United Streaming Movies – The Bill of Rights (4:20)
Individuals must participate in civic affairs to protect the democratic process.
· Ben’s Guide to Government (Clicks) Click on Citizenship
Plan
Authors:
Petra Hagan
Christy Thornsberry
Meredith O’Bannion
Subject: Social Studies
Grade Level: 5th
Duration: 5 class periods
Unit Description:
This lesson will cover several different topics such as the first ten amendments to the United States Constitution called the "Bill of Rights, ratified on December 15, 1791, how government systems have measures of control to protect the fundamental rights of citizens, and how individuals must participate in civic affairs to protect the democratic process.
Students will engage in a variety of group activities, research and several technology activities to enhance the lesson, find understanding of these subject areas, and learn about group collaboration.
The UDL approach includes:
Lesson Description for Day 1: Teacher will introduce the students to the three branches of the Government, The Bill of Rights, Laws, checks and balances.
Lesson Description for Day 2: Students will be in the lab, teacher will continue talking about the three branches of governement, the Bill of Rights, Laws, how they all relate to their lives, who makes laws, etc. Teacher can use resources below to demonstrate some sites that will give them some information. Once this is all done, the technology teacher can begin teaching the students about wikis...If there is time, the teacher can give the students their topics on what it is they are to research. The technology teacher can also talk about blogs, google docs, and video choices they do have to actually complete this project. http://frameworkofgovernment.wikispaces.com/ this is an example of a wiki the students can create or use it as a template and make it their own.
Lesson Description for Day 3: Students will be given their topics they are to research. They will research their topics in the lab and start creating their PowerPoint slides. Those students who are creating the Wiki will receive more information from the technology teacher on all the information they will need to create the wiki for the project. Students will work through the class on their research for their PowerPoint and creating the wiki.
Lesson Description for Day 4: Students will continue to work on the PowerPoint slides to gather all their information for their presentation. Students will continue working on the wiki site and creating all the pages necessary to complete the assignment. Lesson Description for Day 5: Wrap up day and presentations. (Presentations may have to be on the 6th day. 5th graders may need more time to finish)
State Standards:
Elementary Social Studies Kindergarten - Grade 5
Prepared by the State Board of Education TEKS Review Committees
October 17, 2009
(15) Government. The student understands important ideas in the Declaration of Independence, and the U.S. Constitution, and the Bill of Rights.
The student is expected to:
(A) identify the purposes and explain the importance the key elements of the Declaration of Independence;
(B) explain the purposes of the U.S. Constitution as identified in the Preamble; to the Constitution and
(C) explain the reasons for the creation of the Bill of Rights and its importance.
(16) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
Technology Standards: 1(A) Use technology terminology appropriate to the task1(B) Save and delete files, use menu options and commands, and work with more than one software application2(A) Use a variety of input devices such as a mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screens2(B) Use proper keyboarding techniques such as correct hand and body position and smooth rhythmic keystroke patterns2(D) Produce documents at the keyboard, proofread, and correct errors2(E) Use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade level appropriate3(A) Follow acceptable use policies when using computers3(B) Model respect of intellectual property by not illegally copying software or another's individual's electronic work4(A) Apply appropriate strategies to navigate and access information including keyword and Boolean search strategies.5(A) Acquire information including text, audio, video, and graphics7(A) Use software programs with audio, video, and graphics to enhance learning experiences7(B) Use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia7(C) Use a variety of data types including text, graphics, digital audio, and video9(B) Use software features, such as a slide show previews, to evaluate final product10(A) Use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience10(B) Use font attributes, color, white space and graphics to ensure that products are appropriate for the communication media including mulitmedia screen displays, Internet documents, and print materials.
Unit Goals:
1. Students will form groups who are responsible to create a wiki site on which collaboration, brainstorming and work will take place.
2. Students will learn the Constitution of the United States Bill of Rights.
3. Students will describe the three branches of government and functions.
4. Students will relate the United States government to their own lives, using family, school or personal structure.
3. Students will produce a cooperative project that describes their understanding of the functions of the government.
Lesson Goals:
1. Students will research each the ten amendments of the Bill of rights and the reasons for their creation.
2. Students will learn how the three branches of government work together and their functions.
3. Students will learn how our government checks and balance system functions and why it is necessary to exist.
4. Students will demonstrate an understanding of the role of government in their own lives .
5. Students will use technology to research, work together, collaborate, and finally present the project.
6. Students will collaborate together and learn how to use various technology tools, l Wiki, Word Press Blog, a Google site, or digital media.
Anticipatory Set: Students will view the School House Rock video provided on YouTube, teacher will either show on Smartboard or Projector. Video will provide background knowledge and prepare students for learning with media, characters and music. Link to School House Rock video is as follows: www.youtube.com/watch?v=mEJL2Uuv-oQ
Introduce and Model New Knowledge:
Present students with information about the three branches of government, The Bill of Rights, Laws, the government system of checks and balances. Highlight the concept of government and how things were started by using a side show presentation for for explanation. Explain the key terms that need to be understood to understand the concept of the new material.
Present students with information about the new technology they will be using to accomplish the social studies project, including wikis, digital media (movie maker), podcast, and other relevant information. Detailed instruction packets will be distributed to each student on how to create wiki's, movie maker, etc. to guide the students with their technology needs.
Provide Guided Practice:
Put Students in Groups:
Place students in groups, in which each member has been carefully chosen to ensure students who are academically stronger are together, but also weaker students are in the mix. Each group is responsible to chose a leader who is allowed to assign tasks to the rest of the team and establish group organization and an appropriate timeline to get the task accomplished. students in each group will be held responsible for certain tasks, which can discussed among the group and finalized by the leader.
Group 1: 2 GT students, blind student, 2 regular students Group 2: 2 GT students, hearing impaired student, 2 regular students
Group 3: 2 GT students, 3 regular students
Group 4: 2 GT students, 3 regular students
Group 5: 1 GT student, 4 regular students (at least 2 should be higher level ability)
Group 6: 1 GT student, 4 regular Students (at least 2 should be higher level ability)
Students will move to the computer lab to continue the learning process. Here students will be introduced the to “wikispaces.com and each group will be guided in creating their own wiki to be able to collaborate amongst each other, work on their project, and finally house their final product. The class needs to be educated on the etiquette and appropriate speech and language which needs to used on these wiki pages.
Each group is responsible to create a variety of pages on their wiki: (Model to learning teacher and students by showing an example wiki site)
1. Homepage-- Introducing each member of the group, their school, their class and explaining the group project.
2. Brainstorming page--To collaborate among group members for all computer locations, check on tasks that need to be done, tasks, that have been accomplished and opinions on how to work on the project, etc.
3. Timeline page-- To establish a timeline among the students to keep track of parts of the project being done to ensure completion on the required day.
4. Final Project page -- To house the final project, which entails the lesson the students are to teach to the rest of the class, including a description of each of the ten amendments followed by an example in the real world this amendment. Students are being taught to add pictures and video to their final project page to give emphasis to their lesson.
5. Reference page-- To list websites and other interesting sources students used to accomplish their project.
Presentation of the Group Project:
Explanations on how groups will chose to present the final research lesson to the class:
The work must be at least read from the “Final Project” wiki page (shown on the elmo) to the class. Several group member can participate in the presentation. Reading must be done with emphasis on important points. Videos added to the wiki can be shown, or students can chose Flickr.com to digitally story tell their wiki page to the class. (explanations on this webpage will be giving during lab time). Students can chose to use digital media to represent their work (movie maker) or any other representation they chose (must be approved by teacher). Class discussions will be held over the individual group work to give the students immediate feedback on their work. ( Model to learning teacher and students by example demonstrations)
* Students will be introduced to a variety of web sources available to them to use to research the topics listed above, and how to list these sources
(Each day will entail a slightly different set of guided practice to ensure students will finishthe project in a timely manner)
Provide Independent Practice:* Each student receives a handout, reviewing the requirements of the project, grading policies, rubric, group expectations and detailed descriptions on how to create a wiki page, digital storytelling (if students chose to do so), etc. Students will log on to www.wikispaces.com and follow the directions to create a wiki page.
Following these activities, aver the next three days the students will continue with their project during school hours as well as from home computers if applicable to collaborate and learn importance of the lesson goals listed above and use technology to incorporate teaching methods for different students and to take responsibility of their own creations. * Students will create a Brainstorming” page on their wiki to collaborate amongst each other, check on progress and built parts of their project
Formative/Ongoing Assessment: Group discussion observations to check for participation and collaboration.* Wiki page participation check, to ensure each student participated in the brainstorming and creating portion of the lesson project.
Summative/End of Lesson Assessment:* Rubric to grade the final lesson project (look at attachment below)
Technology Activity Model:
http://modelwiki.wikispaces.com/
Materials:
A More Perfect Union – Power point with good background information
Effective democratic government systems have measures of control.
· Ben’s Guide to Government(Clicks) Click on Branches of Government – good flow chart and info for students
· Three Branches of Government (Clicks)
· Checks and Balances (Clicks)
· US Constitution Movie (Brain Pop)
· Branches of Government (Brain Pop)
· United Streaming Movies
Understanding the Constitution: The Executive Branch (22:00) (Discovery Education)
Understanding the Constitution: The Legislative Branch (22:00)(Discovery Education) A democratic government protects the fundamental rights of its citizens.
· Ben’s Guide to Government (Clicks) Click on Historical Documents, then Bill of Rights
· Bill of Rights – List of Bill of Rights
· Bill or Right Lite – reworded Bill or Rights
· Bill of Rights Matching Game(Clicks)
· United Streaming Movies – The Bill of Rights (4:20)
Individuals must participate in civic affairs to protect the democratic process.
· Ben’s Guide to Government (Clicks) Click on Citizenship
Wiki page creation
www.wikispaces.com
Digital Storytelling
www.flickr.com
Free classroom resources on the Bill of Rights.
http://www.billofrightsinstitute.org/Teach/freeResources/
The Charters of Freedom
http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html
Digital Storytelling in Plain English
http://www.youtube.com/watch?v=zP6CeGLPuOY
Discovering Digital Stories
http://www.youtube.com/watch?v=3yU8zE5LBBY&feature=related
Students will locate information regarding the three branches of government using pre-determined websites.
http://kids.clerk.house.gov/grade-school/
http://www.congressforkids.net/Constitution_threebranches.htm
http://library.thinkquest.org/J0110221/
www.whitehouse.gov
www.house.gov/
www.supremecourtus.gov/
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